Lesson Plan #3: Integrating Language Arts & Social Studies Grade: 1st Grade Social Studies Strand:

Economics
Submitted By: Jordyn Barber
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #3 - Economics

1. Summary of the Lesson Plan:

submitted by: Jordyn Barber

This social studies lesson is designed for 1st grade students to learn about money, how it is use, and how to earn it. This lesson uses Houston Mifflin Social Studies textbook School and Family (p. 144-147). 2. Basic Information: Grade Level: 1st Grade Time to Complete this Lesson: Approximately 50 minutes Groupings: direct instruction, discussion, independent assessment

3. Materials: Houghton Mifflin 1st Grade Social Studies Book: School and Family (TE 144-147) for each student.

(TE 144)

(TE 145)

Reading Skill Main Idea & Details (Unit Resources p. 43) for each student - (sample at bottom of TE p. 144)

(TE 144) Paper and pencils

4. Objectives:
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #3 - Economics

o NV State Social Studies Standards o 5. Vocabulary

submitted by: Jordyn Barber

E.10.1.1 Explain what money is and how it is used. E. 10.1.1 I can explain what money is and what it is used for.

Student-Friendly Standards

Money (n), something used as a way for people to pay for goods and services Cost (n), how much money is needed to buy something Save (v), to put away and keep Buy (v), to get something by paying with money Trade (v), the process of buy, selling, or exchanging goods or services

6. Procedure: 1. Refer to notes on TE 144 Get Set to Read. o o o Preview the lesson and talk with the students about the meaning of money, buy, trade, and save. Help students fill in the chart to record the main idea and supporting details as they read the lesson. Build on what students know by asking them about a time when they bought something. Ask: What did you buy? How much money did it cost? Did you save your money to buy the item?

2. Refer to Build Vocabulary and discuss cost (TE p. 145) 3. Ask questions listed in margins of TE as an ongoing check for understanding. Focus on these questions about money: o o o o (TE 145) What tells how much money you need to buy something? (TE 145) How do people make buying choices? (TE 146) Why do people save money? (TE 146) Where is a good place to keep money?

4. Discuss Background information (TE 146) after completing the reading. Discuss the background of money and how money is different in other countries. 5. Discuss advertisements and the difference between advertisements now and in the past. Show students a couple different advertisements from the past and what they look like now (ex. Coke, Pepsi, Tide). Also discuss advertisements in other countries. Ask students about products they saw on advertisements and how this drove them to want the products. 6. Have students create their own advertisement of a product of their choosing on an index card.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #3 - Economics

7. Assessment: What will you use to measure student understanding?

submitted by: Jordyn Barber

Write a Journal Entry: What is something you would like to purchase with money? How will you earn the money to buy the item? How do your parents earn the money to buy you items? Explain how you will know students understand the concepts from the lesson. Students must explain how they would use money to buy something they would like. Students writing about what they would like to purchase, and how they will earn the money shows they understand the concept of money and how it is used. 8. Closure: Quick discussion of the three questions listed under Lesson Review section of TE 147.

9. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I believe the easiest part of the lesson to teach is the overall idea of money. I believe students have good background on money and how it is used. 2. Which part will be most challenging for you to teach? I believe the most challenging part to teach is the value of money. Students know what money is but do not have a good idea of how it is earned or the real value. I also believe the concept of trading goods or bartering will be difficult for students to understand. 3. How will you follow up or extend this lesson? I will follow up on this lesson by having my students make a grocery list and discussing the amount of money it takes to buy the items they enjoy. I will have a preprinted list with items and their values and students will make their own list of these items and we will add up the total (math integration). 4. What can you do for students who dont grasp the concepts? For students not grasping the concepts I will do small mini-lesson using fake money to play a game. Students will roll a dice to collect change. The change will add up until the student has enough change to make a dollar. That person will win the game. I would also like to have a class money value where students can cash in change to buy items they would like. 5. Which part of the lesson, if any, do you think might need to change?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #3 - Economics

submitted by: Jordyn Barber

I may need to change the amount of discussion depending on the amount of time allotted. I have a good feeling the lesson will go over 50 minutes with all the discussion questions. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part way making everything tie in to the standard perfectly. I want the lesson to tie all together with the discussion questions and the assessment. Flow is my overall goal. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. From Integrating Language Arts & Social Studies I included the Relevant Approaches to Economics strategy #19. This strategy uses advertisements to show students the purpose of advertisements and the benefit it does for companies. Students want products from advertisements the see on tv, in magazines, and in commercials. This gives them the mindset of creating their own advertisement.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5